Introduction to Learning, Media and Technology neuroscience and education special edition
Introduction to Learning, Media and Technology neuroscience and education special edition
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学习、媒体和技术导论神经科学和教育特别版
DOI：
10.1080/17439884.2015.999339
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Sharples J
中科院分区：
文献类型：
--
作者：
Sharples J
神经科学与教育的相关性及其对教育学的潜在影响越来越受到科学家、教育家和政策制定者的认可。我们的思想、感知和行动不断地改变大脑中神经元之间的连接强度，这样这些物理连接就代表了我们对周围世界的理解和知识，即所谓的大脑可塑性。因此，教育在形成大脑中连接的加强和减弱的变化平衡方面起着至关重要的作用(Ansari和Coch，2006)。事实上，有人认为教师是唯一需要在日常基础上改变年轻人大脑连通性的专业人员！与此同时，关于发育阶段(如早年、青春期)、环境因素对大脑的影响(如营养、睡眠、运动)以及大脑获得基本学习技能和能力的过程(如记忆、注意力、动机、算术和识字)的重要见解正在被揭示(Blakemore和Frith 2005；Goswami 2006；Howard-Jones 2013；Meltzoff等人)。2009年；皇家学会2011年)。随着对学习和教育本质的科学研究日益增多，许多教师热情地将这种理解融入他们的经验和专业知识中(Pickering和Howard-Jones，2007)。然而，尽管有这种热情，以及神经科学和教育之间跨学科合作的巨大潜力，传统上
The relevance of neuroscience to education and its potential impact on pedagogy is increasingly being recognised by scientists, educationalists and policy-makers. Our thoughts, perceptions and actions continuously change the strength of connections between neurons in the brain, such that these physical connections come to represent our understanding and knowledge of the world around us, so-called brain plasticity. Education, therefore, plays a crucial role in shaping the shifting balance of strengthening and weakening of connections in the brain (Ansari and Coch 2006). Indeed, it has been argued that teachers are the only professionals required to change brain connectivity in young people on a daily basis!At the same time, significant insights are being revealed about developmental stages (eg, early-years, adolescence), the impact of environmental factors on the brain (eg, nutrition, sleep, exercise) and the processes by which the brain acquires essential learning skills and abilities such as memory, attention, motivation, numeracy and literacy (Blakemore and Frith 2005; Goswami 2006; Howard-Jones 2013; Meltzoff et al. 2009; Royal Society 2011). The growing body of scientific research into the nature of learning and education is matched by the enthusiasm of many teachers to incorporate this understanding into their experience and expertise (Pickering and Howard-Jones 2007). Yet despite this enthusiasm, and the immense potential for interdisciplinary collaboration between neuroscience and education, there has traditionally
影响因子：
1.8
作者：
Pickering, Susan J.;Howard-Jones, Paul
通讯作者：
Howard-Jones, Paul